Undervisningsdifferentiering på videregående uddannelser – et scopingreview
DOI:
https://doi.org/10.7146/dut.v20i39.160485Abstract
På baggrund af en øget diversitet i læringsforudsætninger blandt studerende på de videregående uddannelser har artiklens forfattere udført et litteraturreview om undervisningsdifferentiering. Reviewet bidrager til spørgsmålet om, 1) Hvilke muligheder og udfordringer, der er for at håndtere forskellige læringsforudsætninger via undervisningsdifferentiering på videregående uddannelser, og 2) På hvilke måder og med hvilke midler, man kan håndtere forskellige læringsforudsætninger via undervisningsdifferentiering. Reviewet viser, at undervisningsdifferentiering kan bidrage positivt til de studerendes akademiske læringsudbytte og engagement, og at de studerende har positive oplevelser af undervisningsdifferentiering. Underviserne har blandede erfaringer med undervisningsdifferentiering. Reviewet identificerer en model og et sæt af principper knyttet til undervisningsdifferentiering, hvor man kan differentiere undervisningens indhold, proces og produkt baseret på en vurdering af de studerendes parathed, interesser og læringspræferencer. Modellen bygger især på arbejdet i et amerikansk forskningsmiljø. Artiklen diskuterer, hvordan modellen kan kontekstualiseres og omsættes i konkrete praksisser.
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